Feedback 3 statistics

I finally got around to compiling the responses to the feedback handed out on October 28. There were 21 responses: thanks!

There were some very helpful comments, some of which I already used to make some changes. Here are two comments that cropped up more than once:

Mid-term was too long: I agree with this comment. Designing a 50 minute exam is hard and I messed up a bit. The final exam should be less of a time-pressure exam.

It is impossible to get 100% on the homeworks: Technically this is not correct as some of you have gotten 100 on some homeworks. However, it is true that it is hard to get a 100 on the homework and it is intentional. If the homeworks were easy, you would not learn the material well. Homeworks are the only way that I have to “arm-twist” you guys into working hard for the course. The only way to truly appreciate the material in the course is to think about it for a while and the homeworks are purposefully on the harder side to sort of force you to do that. (Yes, I know you guys are busy/have other classes but I don’t know of any other way to really drill the material into you– let me know if you have any alternate suggestions!)

Aggregate responses to the multiple choice questions are after the jump.

The pace of the lectures.

Too fast: I am not getting anything in class.

A bit fast: I get most of the stuff in class.

Perfect: I follow everything just fine.

A bit slow: Sometimes I wish the instructor would speed it up.

Too slow: I need to occupy myself in class with tic-tac-toe.

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

The use of examples in the lectures.

Not enough of them are used in class.

Right about the perfect number of them are used in class.

The examples are too simple to be useful.

Why bother with examples ?

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

Intuition for proofs.

I got no intuition for the proofs.

Sometimes I got the intuition.

I got the intuition most of the times.

All the proofs were intuitive.

Why do you need intuition when you have the proof?

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

Questions from students.

Students are not encouraged to ask questions.

Students are encouraged to ask question but not given enough time to think of one.

It’s all perfect.

The material is very easy: who needs to ask questions ?

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

Questions asked in the class.

The instructor asks irrelevant questions.

The questions asked are too hard.

The questions are fine but I need more time to think before answering them.

It’s perfect.

The questions are so easy, I do not bother answering them.

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

Neighbor talk time.

I hate my neighbor.

It is sometimes useful.

It gives me time to digest what is on the board.

It’s perfect!

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

The instructor.

Mumbles a lot and writes too small.

Speaks clearly but writes too small.

Mumbles a lot but writes fine.

Mumbles a bit and sometimes writes too small.

He’s perfect.

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

The TA.

He is very helpful and available.

He has not always been available.

He has not always been helpful.

I have not felt the need to talk to him.

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

The recitations.

My recitation is too early in the morning.

They have been helpful in clarifying homework questions.

They have been helpful in clarifying lecture questions.

It’s been perfect.

Other(Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

The mid-term.

It was very hard!

It was not too hard but it was too long.

There was a nice gradation of easy to hard questions.

It was very easy.

Other (Specify):

Grading of the mid-term.

It was tough and inconsistent.

It was tough but fair.

It was perfect.

It was too lax.

Other (Specify):

Homeworks

They are very hard!

There is a nice gradation of hardness of the problems.

They are all too easy!

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

Grading of the homeworks.

It is tough and inconsistent.

It is tough but fair.

It is perfect.

It is too lax.

Other (Specify):

The bigger picture.

I have no idea what are the big goals we are after.

I have them in my mind when I come into class but get lost in the proof details.

I have the bigger goals in my mind sometimes.

Yes, they are imprinted in my brain.

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

The course blog.

I do not find it useful at all.

A course newsgroup would have been just as fine/better.

I do see some benefits.

It’s a great idea.

Other (Specify):

This aspect of the class since the last feedback has:

Improved.

Remained more or less at the same “level.”

Gotten worse.

Putting up aggregate response on the webpage.

I don’t want you to include my response in the aggregates of the responses to the previous questions.